Aplanko metodas studijuojant specialybės užsienio kalbą vykstant paradigmų kaitai
Portfolio method for learning ESP in the context of paradigm change

Summary/Abstract: A plethora of research carried out during the last three decades proves that education systems in many countries are facing a fundamental change from the traditional teaching paradigm towards process oriented learning paradigm. The conception of the new paradigm called lifelong learning paradigm presented in this article is based on V. Turchenko (1983), C. Knapper and A. Cropley’s definitions who pointed out that it entails ‘a system of fundamental principles which serve as a basis for raising and tackling… problems’ and provides ‘a way of looking at what already exists in order to perceive shortcomings or see ways in which improvements could be made’ (C. Knapper, A. Cropley, 2000, p. 8–9). In the context of paradigm shift towards lifelong learning higher education has changed. It has become open to the new type of learners; therefore, it has to tailor its curriculum design and teaching methodologies to the requirements of the new learning conditions and the real world of work. Research problem. How to enhance student learning in higher education and raise the proficiency level in ESP is a task of primary importance in the period of transition from the traditional result oriented teaching paradigm towards process oriented lifelong learning paradigm. Research object is ESP studies at tertiary level. Aim of research is to analyse the impact of portfolio method, that is based on self-regulating learning strategies, on student achievements and student satisfaction with their achievements. Research methods include: didactic experiment using portfolio method; a survey; methods of statistical data analysis using SPSS for Windows version 10–11. The article presents the results of the research aimed at fostering student learning of English for Law through the integration of portfolio method into the course of ESP in the context of paradigm shift at tertiary level. The results of the study prove that portfolio method has had a positive impact to students’ achievements: at the end of the course the learners in the experimental group demonstrated higher results than the learners in the control group. The difference in results was statistically significant. Study results also show that after the experiment student satisfaction with the results of their own learning in the control group were higher than in the experimental group (the difference in student satisfaction proved to be statistically significant); which is interesting, because their achievements were lower than in the experimental group. This leads us to the conclusion that portfolio method is effective in respect to student achievements. Besides, it may be also assumed that when students reach high results, their satisfaction with their achievements may fall as the standard of satisfaction becomes higher due to the understanding that the more one learns the more one needs to learn.

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